16 SES 07, Tools for Supporting and Learning Online
Recently, the educational potential of wiki-environments has been widely discussed (e.g. Ertmer, et. al., 2011; Xiao & Lucking, 2008). In general, the advantages of the wikis are typically described based on positive influence on learning (outcomes or shared processes) and how they are helpful in organizing learning activities. More specifically, wikis may be valuable tools for collaborating on shared documents (Kear, et al., 2010) and have the potential to support students in developing their new skills in conjunction with their peers (Lai & Ng, 2011).
However, despite the various capabilities, the educational use of wikis raises some critical questions. The other side of the coin seems to be that, although wikis may be useful tools for higher education, learners might have difficulties in engaging in shared group processes in wiki-environments. Recently, Kale (2013) found out that some learners feel uncomfortable editing others' ideas in the wikis. Students, especially first year students in higher education, may be rather reluctant changing or commenting upon earlier research (De Wever, 2011).
With regard of learning in wiki-environments, triggering productive collaborative learning may be challenging, as several studies in online learning environments have reported problems regarding unequal participation on shared learning processes (e.g. O’Bannona, Lubkea, & Brittb, 2013). One of the major challenges in applying wikis seems to be how to trigger and maintain productive group processes, which was one of the main questions driving this research. More specifically, the rationale for this study can be found in our earlier findings, indicating that students are often not really collaborating. Instead of working collaboratively, i.e. participating parallelly in the full wiki-environment, students are often working independently on specific pages, i.e. subtasks (cf. task specialization, see Hooper 1992). In this way, specific components of the wiki are developed independently by the partners and are assembled at the end to produce the final product, i.c. the wiki, while educators and learning scientists often want to create learning environments in which students are working together and participate parallelly (see Curtis & Lawson, 2001; Dillenbourg & Schneider, 1995, Henri & Rigault, 1996).
Previous findings have indicated that in order to generate such high-level collaborative activity, specific instructional support is needed (Hämäläinen & Häkkinen, 2010). In line with that, prearranging learning situations in a way that naturally triggers shared problem solving with collaboration scripts (for detailed description of scripts see, Kobbe, et. al., 2007) has been introduced as a one way to bring about productive group processes and shared work. Several studies have reported the positive effects of such scripts (see e.g. the review study by Fischer, et al., 2013).
The main aim of this study is to explore the impact of implementing a collaboration script for a wiki-task in higher education. Scripts are sequencing activities and assigning roles to students towards effective collaborative processes, such as effective use of resources and/or task division. The main aim of the script introduced here is to enhance students’ collaboration (i.e. working together on wiki-pages) and to increase their feelings of shared responsibility for the full task. The following two research questions are put forward:
RQ1: Is there a difference between students’ experiences (with respect to collaboration and responsibility) in the scripted versus control groups?
RQ2: Is there a difference between students’ behavior in the scripted versus non-scripted groups?
It was expected that when responsibility is shared more, students will not only feel more responsible for the full wiki, but they will also show more turn-taking behavior, i.e. taking turns on developing, reviewing, and rewriting of the same wiki-pages, instead of developing, reviewing, and rewriting single pages on their own.
O’Bannona, B, Lubkea, J. & Brittb, V. (2013). ‘You still need that face-to-face communication’: drawing implications from preservice teachers’ perceptions of wikis as a collaborative tool. Technology, Pedagogy and Education, 22(2), 135–152. Cole, M. (2009). Using Wiki technology to support student engagement: Lessons from the trenches. Computers and Education, 52(1), 141–146. Curtis, D. D., & Lawson, M. J. (2001). Exploring Collaborative Online Learning. Journal of Asynchronous Learning Networks, 5, 21-34. Retrieved September 1, 2006, from http://www.aln.org/publications/ jaln/v5n1/v5n1_curtis.asp De Wever, B. (2011). Orchestrating collaborative learning in a wiki-environment. Paper presented at the 14th Biennial Conference for Research on Learning and Instruction (EARLI), Exeter, UK, 30 August - 3 September 2011. Dillenbourg, P., & Schneider, D. (1995). Collaborative learning and the internet. Retrieved January 1, 2014, from http://tecfa.unige.ch/tecfa/research/CMC/ colla/iccai95_1.html Ertmer, P.A., Newby, T.J., Yu, J.H., Liu, W., Tomory, A., Lee, Y.M., Sendurer, E., Sendurer, P., (2011). Facilitating students’ global perspectives: collaborating with international partners using Web 2.0 technologies. Internet and Higher Education, 14(4), 251–261. Fischer, F., Kollar, I., Stegmann, K., & Wecker, C. (2013). Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 48(1), 56- 66. Hämäläinen, R., & Häkkinen, P. (2010). Teachers’ instructional planning for computer-supported collaborative learning: Macro-scripts as a pedagogical method to facilitate collaborative learning. Teaching and Teacher Education, 26(4), 871–877. Henri, F., & Rigault, C. R. (1996). Collaborative Distance Learning and Computer Conferencing. In T. T. Liao (Ed.), Advanced Educational Technology: Research Issues and Future Potential (pp. 45-76). Berlin: Springer. Hooper, S. (1992). Cooperative Learning and Computer-Based Instruction. Educational Technology Research and Development, 40, 21-38. Kale, U. (2013, iFirst). Can they plan to teach with Web 2.0? Future teachers’ potential use of the emerging web. Technology, Pedagogy and Education. DOI:10.1080/1475939X.2013.813408 Kear, K, Woodthorpe, J., Robertson, S. & Hutchinson, M. (2010). From forums to wikis: Perspectives on tools for collaboration. Internet and Higher Education, Elsevier, 13(4). 218-225. Kobbe, L., Weinberger, A., Dillenbourg, P., Harrer, A., Hämäläinen, R., et al. (2007). Specifying computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 2(2/3), 211–224. Lai, Y. C., & Ng, M. W. (2011). Using wikis to develop student teachers' learning, teaching, and assessment capabilities. Internet and Higher Education, 14(1), 15-26. Xiao, Y. & Lucking, R. (2008). The impact of two types of peer assessment on students’ performance and satisfaction within a Wiki environment. Internet and Higher Education, 11(3-4), 186–193.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.